This study examined how the Lesotho Education Act of 1995
was initiated, formulated and implemented. In addition,
the study investigated teachers' perceptions of the
impact of the Act on them. The study was conducted
through stakeholder interviews, school visits and an
examination of official documents, education reports and
minutes of meetings.
First, the study has established that the Act was
initiated to phase out churches from school management in
church schools, contrary to its stated objectives of
promoting education. Second, the process of formulating
and implementing the Act was bureaucratic and lacked
coherence, sustainability and political consensus. Third,
the Act has left teachers disillusioned and feeling
disempowered by not accommodating their representation in
structures dealing with their employment, conditions of
service, promotion and demotion, transfer, discipline,
dismissal, and designing the national curriculum. It has
no provision for them to unionise, and does not even bind
the employing authority to allow them to influence
policies at national level. Fourth, on the provision of
education, the Act is seemingly inconsistent with the
national Constitution and other conventions on the Rights
of Child and conventions which Lesotho signed. Contrary
to them, the Act makes the provision of education in
Lesotho circumstantial.
Keywords: Lesotho Education Act 1995, Lesotho Education
Stakeholders, Lesotho Church Education, Lesotho
government and churches, Lesotho Teachers,
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/14777 |
| Date | 12 June 2014 |
| Creators | Motaba, Mokomatsili Nathaniel Ndaba |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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